Applying presentation and video production in teaching project of unit 1: family life and unit 8: new ways to learn - New english textbook 10

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
HOANG HOA 4 HIGH SCHOOL
EXPERIENTIAL INITIATIVE
APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND 
UNIT 8: NEW WAYS TO LEARN 
-NEW ENGLISH TEXTBOOK 10 
 Author: Nguyen Thi Phuong
 Position: Teacher 
 Subject: English
THANH HOA, YEAR OF 2019
TABLE OF CONTENTS
ORDER
CONTENTS
PAGE
1
INTRODUCTION
2
1.1
RATIONALE
2
1.2
AIMS OF THE STUDY
3
1.3
SCOPE OF THE STUDY
3
1.4
METHODS OF THE STUDY
3
1.5
NEW FEATURES OF THE EXPERIENTIAL INITIATIVE
3
2
CONTENTS OF THE STUDY 
4
2.1
THEORETICAL BACKGROUND
4
2.2
PRACTICAL BACKGROUND
4
2.3
IMPLEMENTATION AND SOLUTIONS
5
2.3.1
 TECHNIQUES IN TEACHING PROJECT 
5
2.3.1.1
WHY DO TEACHERS TEACH PROJECT?
5
2.3.1.2
ACTIVITIES TO PROMOTE PROJECT
6
2.3.2
WHAT IS A PRESENTATION?
6
2.3.3
WHAT IS VIDEO PRODUCTION?
6
2.3.4
APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND UNIT 8: NEW WAYS TO LEARN - NEW ENGLISH TEXTBOOK 10
7
2.3.4.1
APPLYING PRESENTATION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE
7
2.3.4.2
APPLYING VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 8: NEW WAYS TO LEARN 
13
2.4
RESULTS AFTER APPLYING THE STUDY IN TEACHING
18
3
CONCLUSION AND SUGGESTIONS
19
3.1
CONCLUSION
19
3.2
SUGGESTIONS
19
REFERENCES
APPENDIX
EXPERIENTIAL INITIATIVE LIST
1. INTRODUCTION
1.1 RATIONALE 
Nowadays it is not daring to say that the ability to speak at least one foreign language is a necessity. “Language is arguably the defining characteristic of the human species and knowledge of language in general, as well as ability to use one’s first and, at least one other language, should be one of the defining characteristics of the educated individual” (Nunan, 1999). The world has become smaller. It is said it has turned into the size of the so-called “global village”. We are living in the time of immense technological inventions where communication among people has expanded way beyond their local speech communities (Ellis, 1997). Today receiving education, language education not excepting, is not an issue connected exclusively with schools; the time requires everyone to learn throughout their lifetimes. Therefore learning a second language has become a means of keeping up with the pace of the rapidly changing world.
 Todays a foreign/second language forms a permanent part of all types of curriculum, from primary schools to universities, not mentioning an employment where a person, in most cases, can hardly survive without this ability. The demands of the contemporary society together with the position of English as an international language (McKay) may present a reason for learning this language in particular. 
Objectively, the increasing demand for learning a foreign language, especially English in Vietnam is an evident tendency in the global integration along with Vietnam’s policy of innovation and industrialization and modernization cause. Most of the learners of English agree that the ability to express themselves freely in communication is of great importance for their future career, especially in modern societies where contacting with foreigners often occurs. However, there still exist many difficulties in learning and teaching English in Vietnam in general and at Hoang Hoa 4 high school in particular. Many Vietnamese learners can write and read English quite well but they can not speak it correctly and fluently in real-life communication. Surely, there are many reasons for this reality. After teaching English in Hoang Hoa 4 high school for 16 years, I have recognized some big obstacles which prevent English teachers and learners in Vietnam from achieving their aims. These obstacles are: large and heterogeneous classes, students’ low level of English language proficiency, students’ low motivation and some others. Unfortunately, this is not only the situation in my school but also the case for many other schools in Thanh Hoa as well as schools in Vietnam. This has given me the desire to conduct 
“APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND UNIT 8: NEW WAYS TO LEARN - NEW ENGLISH TEXTBOOK 10”
1.2 AIMS OF THE STUDY
The study is carried out to: 
- improve 10th- form students’ speaking skill through learning Project.
- suggest some ways to stimulate students and help them find it useful when speaking English.
- to investigate how effective the methods of teaching speaking are, and how successful the students are in speaking English, and also to find out the role of the teachers in teaching speaking.
- The participants in the sample group of this study were intermediate level undergraduate preparatory program students at the school of Hoang Hoa 4 at
Hoang Hoa district, Thanh Hoa province.
1.3. SCOPE OF THE STUDY	
 The subjects chosen for this study are 167 students in 10th- form at Hoang Hoa 4 high school. My school is in the countryside, almost families are farmers. Therefore, students’ speaking English mainly depends on teachers and textbooks. I myself take responsibility for the job and create several simply ways to improve students’ speaking skill through learning Project. 
1.4. METHODS OF THE STUDY 
 To achieve the objectives of the study, several methods are used, but I use mainly quantitative and qualitative methods. 
 The data serving the research analysis and discussions are collected by means of a survey questionnaire for students and observation. 
1.5. NEW FEATURES OF THE EXPERIENTIAL INITIATIVE
Last school year, I asked students to choose one of the group members to be a presenter / speaker. This didn’t make other students engage in speaking skill. Therefore, I have changed the requirement to the groups: all members have to participate in presenting / speaking in the Project. Although some students are shy, most of them have tried their best to speak. And speaking skill has improved considerably.
2. CONTENTS OF THE STUDY
2.1. THEORETICAL BACKGROUND
 English as a language has great reach and influence; it is taught all over the world. English may not be the most spoken language in the world, but it is the official language in a large number of countries. It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion. Learning English can also help students to meet new people. They can practice their English with someone who is also learning.
 English is the language of science, of aviation, computers, diplomacy, and tourism. Speaking English increases students’ chances of getting a good job in a multinational company within their home country or of finding work abroad.
2.2. PRACTICAL BACKGROUND
 The study was conducted at Hoang Hoa 4 high school, a rural school of Thanh Hoa province. 
 The school has 32 classes, each class consists of from 38 to 46 students. Most of the students come from the villages in the district where English learning and teaching do not get much attention. The only sources from which students can get knowledge are the textbooks and their teachers. With three periods per week, this is unable for teachers to meet students’ demand. At home, they are short of dictionaries, reference books, cassette tapes, speakers. Additionally, their parents do not know anything about English. As a result, they find it difficult to speak English and they become lazy.
 The total number of English teachers at Hoang Hoa 4 high school is 7, all of whom are female aged from 33 to 43. They were trained from training courses in English language teaching at different universities in Vietnam. All of them are young teachers who are friendly, active, knowledgeable and full of inspiration for teaching.
 The main English textbooks used in teaching English at this school are English textbooks 10, 11, 12, Education Publishing House ( Basic stream). From my personal observation as a classroom teacher and a form teacher, students seem to be bored with doing the same activities. They do not have motivation to speak English.
 The data analysis conducted by means of frequency, mean and percentage revealed that the students are unsuccessful in speaking English although they are highly eager for having this skill. High anxiety level is an important factor in this failure. The findings of oral interview demonstrated that the students only feel themselves not irritated while working with classmates or playing games.
 The techniques and the methods used in teaching speaking in English assist learning this skill positively but it is confirmed that this is not enough.
 The attitudes, manners and behaviour of the language teachers who teach speaking English to the language learners are appreciated by the students; however, this does not change the reality that they are unsuccessful in speaking English.
 I have been teaching English for 16 years and during this time period I have observed that many of the students have difficulty in speaking English although they are always grammatically successful. Therefore the question came to my mind. Why? Why are the students successful in grammar but not in speaking?
Then I wanted to have my experiential initiative on this topic:
“APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND 
UNIT 8: NEW WAYS TO LEARN - NEW ENGLISH TEXTBOOK 10”.
2.3. IMPLEMENTATION AND SOLUTIONS
2.3.1. Techniques in teaching Project.
2.3.1.1 Why do teachers teach Project?
Teachers are incorporating more and more projects into their curriculum, allowing for much greater levels of collaboration and responsibility for students at all levels. Project- based learning is a popular trend, and even teachers who don’t necessarily follow that approach still see the benefit to using projects to advance their students’ learning.
Projects can be wonderful teaching tools. They can allow for a more student-centred environment, where teachers can guide students in their learning instead of using lectures to provide them with information.
Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project. Project Based Learning unleashes a contagious, creative energy among students and teachers.
Despite general agreement about the benefits of using projects and project-based learning in general, it must be noted that all projects are not created equal! It is quite possible to create projects that remove creative ability and control from the students and places all the power of decision with the teacher
Activities to promote Project
Have students work in small groups or pairs whenever possible.
Choose skills to be worked on instead of specific topics.
Give students guidelines that allows for individuality.
Encourage students to take on different roles while collaborating.
Allow students creative choice when it comes to the final result.
Change the way that projects are presented/displayed.
Grade projects based on the targeted concepts and skills.
2.3.2. What is a presentation ?
A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team.
To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered.
Presentation helps students:
Communicate complex information in simple and interesting ways to keep the listeners engaged
Communicate thoughts and feelings effectively
Develop self-confidence
Gain real-world skills, such as the ability to present accomplishments and skills during a job interview
2.3.3. What is video production? 
Video production is the process of producing video content. It is the equivalent of filmmaking, but with images recorded digitally instead of on film stock.
There are three stages of video production: pre-production, production, and post-production. Pre-production involves all of the planning aspects of the video production process before filming begins. This includes scriptwriting, scheduling, logistics, and other administrative duties. Production is the phase of video production which captures the video content (moving images / videography) and involves filming the subject(s) of the video. Post-production is the action of selectively combining those video clips through video editing into a finished product that tells a story or communicates a message in either a live event setting (live production), or after an event has occurred (post-production).
Video production can be used at sporting, school, stage, wedding, church, and similar events to provide recordings of the events (Video production at Curlie).
Benefits of video production in teaching at school
Videos are easier to be accepted by students
Immerse students in the production
Stimulate activities
Video brings more information
Engage learners
Integrate the outside world into classroom
More than words can tell
Videos are more flexible
Easier to understand
Video creates an experience
2.3.4. Applying presentation and video production in teaching Project of 
Unit 1: Family life and Unit 8: New ways to learn – New English 
Textbook 10
2.3.4.1. Applying presentation in teaching Project of Unit 1: Family life
New English Textbook 10 is used in all classes at my school this school year and it is the first time I have taught the textbook. Although some lessons are long, they are very interesting and easy for me and other teachers to teach. Project is one of the most useful and attractive lessons for students after they have gained knowledge from the previous periods. Therefore, teachers should design the lesson effectively to engage students in class.
 For this purpose, from Project of unit 1, I have guided students to do Project individually or in groups at home and they will show their presentation in class.
In Project of Unit 1: Family life, I devided students in 4 groups and
 * Do a survey. Find out
 . how many classmates live in a nuclear family and how many live in extended family;
 . how many classmates have both parents working;
 . how many classmates spend at least one hour a day doing housework;
 . how many classmates have parents who spend at least one hour a day helping them with their homework;
 . what your classmates think the ideal family is like.	
* Work in groups. Compare your findings and get ready to report to the class.
Before presenting students have to make sure their presentation concluding 5 criteria:
 + Fluency and coherence
 + Lexical resource
 + Grammartical range and accuracy
 + Pronunciation
 + Illustration
Whereas each group presents, I ask students in other groups to pay attention then give comments and the speakers of groups also assess themselves (self assessment) basing on provided criteria( See appendix 1). At the end of the lesson, I give my assessment and marks to the groups( See appendix 2).
In teaching Project lesson ( Unit 1: Family life – New English Textbook 10) of 4 classes, I find the students are very excited, consolidated, confident and creative. They have chances to become English speakers / presenters about Family life (see CD). Besides,students can find out how correct their pronunciations are and experience for them. Here are my students’presentations
 Group 1
 Group 2
Group 3
 Group 4
2.3.4.2 Applying video production in teaching Project of Unit 8: New ways to learn - New English Textbook 10 
“Applying video production in teaching Project of unit 8: New ways to learn – New English Textbook 10” is a new technique that I have applied since last year to stimulate students’ speaking skill. So as to teach Project of unit 8, I require students to prepare the lesson in groups at home. To help them do well, I explain the requirement:
Your class is going to hold a discussion on the topic Personal electronic devices in class – to use or not to use. To prepare for your group’s presentation, discuss the following:
 + Rearons for the use / ban of electronic devices in class;
 + List of possible rules of limiting the use of electronic devices ( If your group selects using the devices).
After that, all members in the groups conduct video production with images or live videos recording their speaking / presentation by using camera of mobile phones. Students have to make sure the videos concluding 5 criteria:
 + Fluency and coherence
 + Lexical resource
 + Grammartical range and accuracy
 + Pronunciation
 + Illustration
When students have fulfilled their videos in one week, they send to my mail. If the videos are not good enough, the groups have to redo their videos and hand in before the deadline.
In the Project lesson of each class, the videos of four groups are shown on the projector.
Whereas the video of each group is shown, I ask students in other groups to give comments and the speakers of groups also assess themselves (self assessment) basing on provided criteria( See appendix 1). At the end of the lesson, I give my assessment and marks to the groups( See appendix 2).
In teaching Project lesson ( Unit 8: New ways to learn – New English Textbook 10) of 4 classes, I find the students are very excited, consolidated, confident and creative. They have chances to become English speakers / presenters about electronic devices through videos (see CD). Besides,students can find out how correct their pronunciations are and experience for them. Here are my students’presentations.
 Group 1
 Group 2
 Group 3
Group 4
2.4. RESULTS AFTER APPLYING THE NEW TECHNICQUE IN TEACHING.
 In the school year 2017 - 2018, the number of students engaged in speaking skill was shown as follows:
Class
Number
of students
Very attentive
%
Attentive
%
Not attentive
%
12A4
40
10=25%
28=70%
 2=5%
12A9
39
8=20%
 27=69.5%
 4=10.5%
12A5
37
7=19%
25=67%
5=14%
12A8
39
5=13%
27=69%
7=18%
After applying the new technique in the school year 2018-2019, the result is clearly shown much better:
Class
Number
of students
Very attentive
%
Attentive
%
Not attentive
%
10A2
40
30=75%
10=25%
 0=0%
10A5
43
25=58%
 16=37.5%
 2=4.5%
10A6
41
25=62%
13=31%
 3=7%
10A7
43
35=82%
8=18%
0=0%
3. CONCLUSION AND SUGGUESTIONS
3.1. CONCLUSION
Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learners in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking through Project. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.
 I have found some specific characteristics to create experiential steps singled out from factual teaching at Hoang Hoa 4 high school in the past school year.The study has provided students with basic and understandable knowledge to help them improve English speaking skill. This study will be applied in next years. I will try my best to explore effective techniques to make students take more care of speaking English contributing to increase the quality of the subject as well as the quality of edu